African Philosophies of Education and Their Relevance in Developing an International Leadership Curriculum: A Guide for Educational Systems, Schools and School Leaders

2021 ◽  
pp. 215-235
Author(s):  
Frederick Ebot Ashu
Keyword(s):  
School Leaders ◽  
Educational Systems ◽  
International Leadership ◽  
Leadership Curriculum

An Expansion of a Scholar's Social Justice Perspective: A Meeting at the Crossroads

2008 ◽  
Vol 18 (2) ◽  
pp. 200-223 ◽  
Author(s):  
Latish C. Reed
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
School Leaders ◽  
Personal Narratives ◽  
Social Justice Education ◽  
Educational Practice ◽  
Practice Research ◽  
Leadership Curriculum ◽  
Reflective Practitioners ◽  
Personal Accounts

Using a life notes methodology (Bell-Scott, 1994; Dillard, 2000, 2006; Simmons, 2007), I use personal narratives to describe my epistemological influences on my approach to educational practice, research, and the preparation of school leaders. Second, I share personal accounts of how my social justice lens expanded to be inclusive of lesbian, gay, bisexual, and transgendered individuals. Finally, I draw four important lessons from my personal social justice journey for educators to incorporate within their social justice educational leadership curriculum. These lessons include helping students be reflective practitioners, acknowledging the baggage of misinformation and prejudice that they may bring to a social justice education, being able to connect with students at their points of advocacy, and reminding future leaders of their unquestionable responsibility to support all students regardless of their identities.

scholarly journals Assessing the functioning of government schools as learning organizations

2021 ◽  
Vol 16 (3) ◽  
pp. 1036-1051
Author(s):  
Gasem Aail Alharbi
Keyword(s):  
School Leadership ◽  
Administrative Support ◽  
School Leaders ◽  
Simple Random Sampling ◽  
Educational Systems ◽  
Mixed Method Research ◽  
Validity And Reliability ◽  
Government Schools ◽  
Teachers Perceptions ◽  
Learning School

The present study examined teachers' perceptions of school leaders' practices towards employing the characteristics of Learning Organisations in public education schools. The research used a mixed-method research design, implying that the study conflated quantitative and qualitative data to achieve aims. Moreover, the study used simple random sampling to recruit the participants, enhancing the validity and reliability of the gathered data. Data was collected through a learning school questionnaire (LSQ) administered to two hundred and forty-seven school leaders and two hundred and twenty-one school teachers selected from the selected region's government schools. Findings showed the criticality of school leadership in enforcing and sustaining learning organisations. Also, some impediments to creating Learning Organisations were centralisation, the low level of administrative support in educational departments, and the ineffectiveness of organisational education training programs, which require financial, administrative, and training stimulation to develop schools. School actors can implement the recommendations included in this research to remodel their educational systems as Learning Organisations.   Keywords: Learning organisations, school leaders, teachers, learning school questionnaire

Switching Cognitive Gears: School Leaders’ Cognitive Complexity

2018 ◽  
Vol 102 (3) ◽  
pp. 181-203 ◽  
Author(s):  
Rima’a Da’as ◽  
Chen Schechter ◽  
Mowafaq Qadach
Keyword(s):  
Student Achievement ◽  
Organizational Effectiveness ◽  
Cognitive Complexity ◽  
School Leaders ◽  
Dynamic Environments ◽  
Educational Systems ◽  
Leadership And Management ◽  
Systems Research ◽  
High Standards

The role of school leaders is particularly complex in today’s “era of accountability,” which involves high standards for student achievement alongside frequently changing educational systems. Research in the business field has found leader’s cognitive complexity to be a predictor of leader and organizational effectiveness whereas the notion of school leader’s cognitive complexity remains undeveloped in the educational leadership and management field. Hence, the purpose of this article is to suggest a framework for school leaders’ cognitive complexity, as well as to suggest possible avenues for future conceptualization of, and research into this issue. Two empirical illustrations, based on the suggested framework for school leaders’ cognitive complexity, are described. This novel cognitive complexity framework may help school leaders develop processes, strategies, and structures that will enable them to react effectively in uncertain and dynamic environments.

Engaged leaders develop schools as quality organisations

2015 ◽  
Vol 7 (2/3) ◽  
pp. 217-229 ◽  
Author(s):  
Kristen Snyder
Keyword(s):  
Grounded Theory ◽  
School Leadership ◽  
Principal Preparation ◽  
School Leaders ◽  
High Stakes Testing ◽  
Small Sample ◽  
Educational Systems ◽  
Global Learning ◽  
Content Type ◽  
Leading Schools

Purpose – This paper explores the question, “what does it mean to be an engaged school leader in an educational context that promotes standards-based accountability as a model of quality development?” Specifically, what drives educational leaders? What do they do to lead schools as quality organisations? and How do they lead schools as quality organisations? Design/methodology/approach – An ethnographically grounded theory case study was conducted with 16 principles in Sweden, USA and Finland, who participated in a three-year project to lead schools as global learning centers. Findings – Findings showed that school leaders used a variety of leadership styles as they developed worked cultures grounded in a value system, to support student learning and development. Also, work cultures that engaged members of the school and community were critical for leading schools as learning organisations. Research limitations/implications – The small sample may not be generalizable to all educational systems. Practical implications – This study provides evidence about the complexities for school leadership today that are not currently addressed in most principal preparation programs. The findings can serve to help inform further development of principal preparation. Originality/value – The experiences shared in this study provide an alternative perspective about what it is that school leaders do and think about amidst a high-stakes testing context of school development. The grounded theory nature of this study, combined with an ethnographic approach, provides deep insights into the daily working life of engaged school leaders to learn first hand from their dialogue about what it takes to lead schools as quality organisations.

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Chaos theory, educational systems, and social justice

2009 ◽  
Author(s):  
Rita Weinberg ◽  
Barbara Smiley Sherman ◽  
Niles P. Engerman ◽  
Jeannie Zeitlin ◽  
Shannon Cribaro-Difatta
Keyword(s):  
Social Justice ◽  
Chaos Theory ◽  
Educational Systems

Where Are the History Books for Palestinian Children?

2017 ◽  
Vol 16 (2) ◽  
pp. 145-175 ◽  
Author(s):  
Rosemary Sayigh
Keyword(s):  
Native Americans ◽  
The Self ◽  
Educational Systems ◽  
Refugee Camps ◽  
Culturally Relevant Education ◽  
Palestinian Children ◽  
The Right ◽  
Authentic Curriculum ◽  
History Books ◽  
Relevant Education

Colonialism deprives colonised peoples of the self-determined histories needed for continued struggle. Scattered since 1948 across diverse educational systems, Palestinians have been unable to control their education or construct an authentic curriculum. This paper covers varied schooling in the Palestinian diaspora. I set this state of ‘splitting through education’ as contradictory to international declarations of the right of colonised peoples to culturally relevant education. Such education would include histories that explain their situation, and depict past resistances. I argue for the production of histories of Palestine for Palestinian children, especially those in refugee camps as well as in Israel and Jerusalem, where curricula are controlled by the settler-coloniser. Black and Native Americans have dealt with exclusion from history in ways that offer models for Palestinians.

Engaged Study of the Qur'an: Gauging its Effect on the Life of the Individual and of Society

2003 ◽  
Vol 5 (2) ◽  
pp. 202-207
Author(s):  
Ruqayya Ṭā Hā Jābir al-cUlwānī
Keyword(s):  
Social Conflict ◽  
Well Being ◽  
Arabic Language ◽  
Modern World ◽  
Educational Systems ◽  
Functional Perspective ◽  
Number Of Factors ◽  
Social Advancement ◽  
Freedom Of Thought ◽  
The Individual

An engaged and perceptive contemplation of the Qur'an forms one of the most important bases for the cultural and social advancement of Muslims in all walks of life, and the absence of such study is one of the reasons behind the general cultural attenuation in the modern world. Reflection is one of the means of the construction and formation of a civilised society. The applied faculty of intellect creates an environment which allows reflective and considered thought to be developed from a functional perspective for the general well-being of society. Meanwhile the effective neglect of such study leads to the proliferation of superstition, dissent and social conflict. Indeed it can even be argued that it diminishes the significance of the laws and conventions which serve as the backbone of society. This paper reveals a number of factors which can impede the achievement of such an engaged study of the text: thus, for instance, thoughtless obedience to societal conventions; shortcomings in educational systems and syllabi; and a failure to encompass the significance of the Arabic language. Furthermore this paper presents several effective suggestions for nurturing students' potential, encouraging an environment which allows freedom of thought, and its refinement.

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